Putting it together

Steps	Things to consider
1.    Develop an action plan	• What are we trying to do? • What needs to be accomplished? • What literacy skills should we focus on in our ITD programs? • What resources are available to the faculty? • Where will we start? • How will we know that we are making a difference?	Discuss in faculty meetings. Link in with the whole-school literacy plan.
2.    Start with a current unit of work	• What do we expect students to be able to do at the end of the unit? • What literacy skills are needed to achieve the outcomes? • What literacy strategies are already in place? • Where could other literacy strategies be included in the unit? • What assessment methods can be incorporated? • How will we monitor the unit?	Revisit ITD outcomes and identify literacy strategies.
3.    Strengthen other units of work	• What unit of work will we work on next? • Who will be responsible for rewriting each unit? • What is our timeline for development? • How will we monitor each unit?	Discuss at regular faculty meetings. Allocate tasks within faculty. Use ITD or literacy

MAKING LITERACY & NUMERACY WORK:

Steps	Things to consider
1.       Implement the units of work		Teach the units of work.
2.       Collect evidence	• How best can we use student work samples? • What types of anecdotal evidence can we collect? • What formal assessment tasks should we include in each unit? • What other types of information can we collect about student achievement?	Identify formal and informal assessment strategies.
3.       Evaluate the units of work	• Do the literacy strategies relate to the unit outcomes? • Have we addressed all literacy areas (reading, writing, talking and listening) in our units? • Have we catered for all students? • How much time is spent on developing literacy in the ITD unit? • Has students’ achievement of outcomes improved? • What can we do better next year?	Use pre-planned evaluation strategies. Discuss at faculty meetings. Link to whole-school plan.
4.       Some personal reflection	• Where have I focused my development in literacy? • What do I already know? • What have I overlooked? • What skills do I have in the literacy field that will be of benefit to others? • What skills and knowledge of literacy do I need in order to do my job better?	Take time for some individual reflection.

(Education NSW, n.d., pp. 8-9).